Names: Amansec, Fascy Mae P.

Ancheta, Orland Mark

Arata, Marianne Rose B.
Benito, Nerrissa B.
Course and Year: BECED 3A
Course Subject: EARLY CHILDHOOD EDUCATION CURRICULUM MODELS
Course Code: ECED 114
Instructor: Ms. Fatima Dela Cruz
Topic: I. The Language Domain
1. Principles (AMANSEC, Fascy Mae P.)
2. Issues (ANCHETA, Orland Mark)
3. Goals (ANCHETA, Orland Mark)
4. Content (ARATA, Marianne Rose B.)
5. Strategies (BENITO, Nerrissa B.)
THE LANGUAGE DOMAIN
Content
Language and literacy development are major domains of early childhood
development. They involve development of the skills used to communicate with others
through languages which is (language development), as well as the ability to read and
write which is (literacy development). This type of development begins from birth, even
though babies are not yet able to speak using language. 
Language has been defined as "a system of symbols that is used to
communicate." Children are born with the brain capacity to learn language because it is
an innate feature of the human brain. The brain regions responsible for language
development are Broca's area, which controls speech production, and Wernicke's
area, which controls the understanding and cognitive processing of language.
Literacy is defined as the ability to read and write. Like language, literacy
develops through the interactions a child experiences with others. In early childhood,
literacy can develop through hearing stories read from books and showing children
pictures with words. It is important that adults do not attempt to force adult levels of
reading onto children in their early development, as this is considered developmentally-
inappropriate and may actually work against healthy development. For example, a child
who is pushed to learn to write too soon may come to connect the activity of writing
with failure and disappointment.
For all students, a high-quality early education is critical to ensuring their long-
term academic success. Early learners need to understand why people read and write in
order to be motivated to excel in their own literacy development. Through active
engagement in the reading process, children learn ways to use their growing knowledge
and skills flexibly and in combination with all domains of development. All children can
develop a strong foundation for literacy and reading development when they are given
opportunities to engage in purposeful, meaningful language and early print activities.
Effective early literacy instruction provides preschool children with developmentally
appropriate settings, materials, experiences, and social support that encourage early
forms of reading and writing to flourish and develop into conventional literacy.
Language and Literacy Development in the Early Years: Foundational Skills
that Support Emergent Readers
Reading Development
Reading requires the mastery, integration and application of numerous skills and
knowledge. The National Reading Panel (NRP) of the National Institute of Child Health
and Development (NICHD) issued a report that identified five areas that were critical for
effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and
comprehension (NICHD, 2000). Reading or learning how to read is a combination of all
these skills. They are interconnected and interdependent on one another, which makes
it difficult to teach them in isolation. Learning to read is a developmental process.
Language, literacy and reading development in the prekindergarten years
proceeds through several levels of foundational skills with skills and behaviors becoming
more complex and more proficient as children get older. According to the NICHD
(2000), foundation skills include three elements:
1. Phonemic awareness — the awareness that spoken words are made up of
individual sounds (phonemes) and the ability to manipulate these sounds.
2. Knowledge of high-frequency sight words — the most common words, which
students should be able to read quickly and automatically.
3. The ability to decode words — to translate a word from print to speech (for
example, by using known sound-symbol correspondences to sound a word
out and decipher it).
 Prekindergarten Foundation Skills That Support Reading Development
Print Concepts
Print awareness is an important part of knowing how to read and write. For pre
and emergent readers the pictures in books are an important element for developing
oral language and vocabulary during storybook reading and independent play. Although
picture reading reflects a critical stage in literacy development, it is important for
children to understand that print can be read and tells the story. In developing print
awareness, a child begins to understand what print looks like, how it works, and the
fact that print carries meaning (Strickland & Schickedanz, 2009). Concepts of print refer
to the ability of a child to understand and recognize the ways in which print functions
for the purposes of reading, particularly with regard to books. Concepts about print
include knowing where the front and the back of the book are located; knowing right
side up from upside down; knowing that the print, not the picture, is what we read;
knowing which direction we read in; and knowing the meaning of punctuation marks.

1. Print Concepts (RF.PK.1)

Demonstrate understanding of the organization and basic features of print:
a. Follow words from left to right, top to bottom, and page-by-page.
b. Recognize that spoken words are represented in written language by
specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name some upper /lowercase letters of the alphabet,
especially those in own name.
e. Recognize that letters are grouped to form words.

Phonological Awareness
Phonological awareness is the ability to recognize that words are made up of a variety
of sound units. Phonological awareness is an umbrella term and encompasses a number
of sound related skills necessary for reading development (Lane, 2007).
 2. Phonological Awareness (RF.PK.2)
Demonstrate an emerging understanding of spoken words, syllables and
sounds (phonemes):
a. Engage in language play (e.g. alliterative language, rhyming, sound
patterns).
b. Recognize and match words that rhyme.
c. Demonstrate awareness of relationship between sounds and letters.
d. With support and prompting, isolate and pronounce the initial
sounds in words.

Phonemic Awareness
Phonemic awareness is a subset of phonological awareness. Phonemic awareness refers
to the ability to recognize, identify and manipulate phonemes in spoken words.
Research has found that this element of reading is the single strongest indicator for a
child’s success at learning to read (NICHD, 2000).
Phonics and Word Recognition
Research has shown that phonics and word study are valuable strategies for
improving children’s ability to recognize words and decode text (Ehri, 2005). The goals
of phonics and word study instruction are to teach children that there are systematic
relationships between letters and sounds, that written words are composed of letter
patterns representing the sounds of spoken words, that recognizing words quickly and
accurately is a way of obtaining meaning from them, and that they can blend sounds to
read words and segment words into sounds to spell (NICHD, 2000). Knowing the
relationships will help children recognize familiar words automatically and decode or
sound out new words (Armbruster et al., 2003).

3. Phonics and Word Recognition (RF.PK.3)

Demonstrate emergent phonics and word analysis skills:
a. With prompting and support, demonstrate one-to-one letter-sound
correspondence by producing the primary sound of some consonants.
b. Recognizes own name and common signs and labels in the
environment.
Fluency
Reading fluency is related to oral language proficiency (Rasinski, 2003). Children
should be encouraged to use oral language for a variety of purposes, such as answering
and asking questions as well as expressing their thoughts. In developing oral language
skills, preschool children demonstrate a wide range of fluency. Oral language provides a
foundation where children learn about the alphabetic principle and subsequently learn
about the structure of spoken English words. Oral language development is a term used
to describe the development of knowledge and skills that allow children to understand,
speak, and use words to communicate.

4. Fluency (RF.PK.3)
Displays emergent reading behaviors with purpose and understanding
(e.g., pretend reading.

Conclusion
Reading is a process that builds upon a wide range of developing skills and is an
ongoing process. Every child will move through each of the stages of reading
development at their own pace. The foundations of good reading are the same for all
children, regardless of their gender, background, or special learning needs. Most
children use the same processes in learning to read. Some will need more support than
others and may need more instruction in one reading skill than another. Children who
have an opportunity to develop basic foundational skills in language and literacy in
preschool enter kindergarten ready to learn to read and write (Ballantyne, Sanderman,
& McLaughlin, 2008). With foundational skills in place, students will develop and flourish
as readers on the K-12 pathway.
Reference:

 Brown, C. (2014). Language and Literacy Development in the Early Years:

Foundational Skills that Support Emergent Readers .

https://files.eric.ed.gov/fulltext/EJ1034914.pdf